TEACHER’S CODE-SWITCHING TO L1 IN AN ENGLISH AS A FOREIGN LANGUAGE CLASSROOM IN A SENIOR HIGH SCHOOL IN BANTEN

Abstract: The use of code-switching to L1 in an English as a Foreign Language (EFL) context is beneficial to be implemented, but many teachers nowdays overuse the code-switching. This study aims to investigate the types of teacher’s code-switching found in an EFL classroom, to investigate functions of code-switching used by the teacher in an EFL classroom and to investigate conditions where the teacher can do code-switching in an EFL classroom. To achieve these objectives, the study employs a descriptive qualitative method. The data are obtained from classroom observations from a class consisting 30 students and a teacher’s interview. The data are descriptively analysed. The result of this study is in line with Poplack (1980, cited in Jingxia, 2010), there are three types of code-switching, there are six functions of code-switching and there are seven conditions where the teacher can do code-switching. The findings of the study are expected to contribute to the efforts in the teaching and learning area as an alternative way in teaching English by implementing code-switching and to change the teachers’ paradigm about the use of L1. The findings are also expected to be beneficial for researchers who want to conduct similar research. Keywords: Code-switching, L1, EFL classroo